training of trainers participant material · multi - communication shared by all 1 way...
TRANSCRIPT
TRAINING OF TRAINERS
Participant Material
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SESSION ONE: INTRODUCTION ................................................................................. 4
Connect the Dots 1 ......................................................................................................... 5
Connect the Dots 2 ......................................................................................................... 6
I Am…. ............................................................................................................................ 7
Expectations .................................................................................................................... 8
1O Questions for Obtaining Participant Expectations ..................................................... 9
SESSION TWO: UNDERSTANDING HOW ADULTS LEARN ..................................... 10
Adult Learning ............................................................................................................... 11
Activity 2.1: How you Learn: A Self Evaluation .............................................................. 12
Channels of Receiving Information ............................................................................... 14
Activity 2.2: Training Styles Inventory ........................................................................... 16
Activity 2.3: The Numbers Game .................................................................................. 22
Experiential Learning Cycle ........................................................................................... 25
SESSION THREE: A FRAMEWORK FOR EFFECTIVE INSTRUCTIONAL DESIGN . 28
Activity 3.1: Teaching Tasks vs Learning Tasks ........................................................... 29
Instructional Design Process ......................................................................................... 31
SESSION FOUR: ASSESSING NEED......................................................................... 34
Job Analysis Interview Questionnaire ........................................................................... 34
Job Analysis Interview Questionnaire ........................................................................... 35
Job Analysis Interview Response Sheet ....................................................................... 39
The Task and KSA Checklist ......................................................................................... 42
The Dos and Don‘ts of Questionnaire Design ............................................................... 45
Goals and Objectives .................................................................................................... 46
Writing Training Objectives ........................................................................................... 47
The Objectives Verb List ............................................................................................... 49
Checklist for Writing Learning Objectives ...................................................................... 50
SESSION FIVE: DESIGNING THE TRAINING ............................................................ 51
Course and Session Design Templates ........................................................................ 52
Activity 5.2: Content Selection and Sequencing ........................................................... 61
Activity 5.3: Content and Sequencing Individual Training Design ................................ 64
Sequencing Models ....................................................................................................... 65
Instructional Methods .................................................................................................... 67
Matching Methods and Objectives ................................................................................ 73
Activity 5.5: Is this an appropriate method to use? ....................................................... 74
SESSION SIX: DEVELOPING MATERIAL .................................................................. 79
Activity 6.1: Elements of a Learning Task .................................................................... 80
Resources and Materials............................................................................................... 87
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10 Powerpoint Design Tips ........................................................................................... 88
Flipcharting Guidelines .................................................................................................. 90
SESSION SEVEN: DELIVERING TRAINING .............................................................. 91
Barriers to Verbal Communication ............................................................................... 91
Barriers to Verbal Communication ................................................................................ 92
Listening Methods ......................................................................................................... 96
Activity 7.3 Asking the Right Questions ........................................................................ 98
Questioning Techniques ............................................................................................... 99
Questioning Techniques To Stay Away From ............................................................. 100
Tips on giving feedback .............................................................................................. 101
Receiving feedback ..................................................................................................... 102
Openers ...................................................................................................................... 103
Closings ...................................................................................................................... 104
Review Activities ......................................................................................................... 106
Dealing with Difficult Participants ................................................................................ 108
Activity 7.10: Coping with Problem Participants ......................................................... 109
SESSION EIGHT: EVALUATING TRAINING The Levels and Stages of Evaluation .. 111
The Levels and Stages of Evaluation .......................................................................... 112
Activity 8.1 : The Evaluation Matrix ............................................................................. 113
Activity 8.3: Staying on Target - Monitoring the Progress ........................................... 114
of the Training ............................................................................................................. 114
Activity 8.3 Response Evaluation ................................................................................ 118
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SESSION ONE: INTRODUCTION
5
Connect the Dots 1
6
Connect the Dots 2
7
I Am….
1. 2. 3.
4. 5. 6. 7. 8. 9. 10.
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Expectations1 Why Expectations: Participants need to have a clear understanding of the purpose of the training, the content of the training, and how the training is conducted. This is to ensure that the training is meeting their learning needs and is addressing the issues that are important and relevant to them. Tips When Discussing Expectations:
Ask participants what they hope to get out of the program. Use a variety of methods to extract and report this information. Response cards, questionnaires, group discussions, flip charts.
Keep your replies to expectations brief. Highlight what you will cover. Make a
separate list of those expectations that will not be met. Explain later how they can be met.
Keep an Expectations flipchart in common view. Return to them regularly during
training and most importantly at the end of the training program. Be prepared to negotiate. Value participants‘ existing skills and knowledge. Highlight ‗what is in it for me‘… help individual participants to identify benefits of
the training for them. Discuss individually with participants whose expectations are widely disparate
from the plan. If personal expectations can not be met, and a participant can not find what is in it for them, you may have to recommend alternatives for the individual. This can include a recommendation to attend another type of course.
1 Excerpt from: 500 Tips for Trainers, Phil Race and Brenda Smith, Gulf Publishing Company, Texas
1996
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1O Questions for Obtaining Participant Expectations2 There are a variety of questions you can ask to find out the needs, expectations, and concerns of the participants so that you can gear instruction appropriately. You can obtain answers through open discussion, a whip, response cards, fishbowls, polling, panels, games, and so on.
Why did you choose this workshop? Why did you come? What questions about [subject matter of the workshop] do you come with?
What advice, information, or skills do you want to get from this workshop?
What advice, information. or skills don't you need or don't you want?
What do you want to take away from this workshop? Name one thing.
What are your hopes for this workshop? What are your concerns?
Do the workshop objectives match your needs?
What knowledge or skills do you feel you "need" to have? What would be "nice‖
to have?
What are your expectations about this workshop? What have you learned from previous workshops on this topic?
2 Reproduced from 101 Ways To Make Training Active by M. Silberman, Copyright 1995 by Pfeiffer and
Company, San Diego, CA.
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SESSION TWO: UNDERSTANDING HOW ADULTS LEARN
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Adult Learning
From Pedagogy to Andragogy
Andragogy Pedagogy Adult Learning - Training Child Learning – Traditional Teaching
Self Concept Autonomous – makes own decisions Dependent – guided by adults Mutual exchange in teaching /learning transactions Dominant teacher – dependent learning A helping relationship A directing relationship
Experience Able to use/link to life Limited life experience Multi - communication shared by all 1 way communication given by teacher to learner Experience of all valued as resources for learning Experience of teacher valued as the primary resource
Readiness to Learn Know what they want to learn Curriculum is set Learners group themselves according to interests Learners are grouped by grade and class Facilitator helps learners diagnose learning needs Teacher makes curriculum decisions
Time Perspective/Orientation to Learning Need to apply learning to life/work Learn for the future/banking Problem centered Subject centered Work on today‘s problem today Subjects studied now for use some other day
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Activity 2.1: How you Learn: A Self Evaluation
How do you like to take in, process and retain information? A 1. I remember verbal directions easily.
2. I usually remember what I or somebody else said.
3. When something is difficult to understand, I like to discuss it.
4. When an assignment is given verbally, I remember it.
5. Noisy work places are disturbing and annoying to me.
6. I have found myself talking to fill up a quiet space.
7. When reading, I read aloud or mouth the words.
8. I'm surprised when other people don't remember what I said.
9. To learn to use a computer, I ask somebody how.
10. To get someplace, I will ask for directions.
B
1. I understand and remember instructions or directions best when they are written
down.
2. I like to use pictures or diagrams.
3. A time line helps me understand events in history.
4. A family tree diagram really helps me to understand relationships.
5. A pleasant looking place is important for me to work in.
6. To learn to use a computer, I will read the manual.
7. To get someplace, I use a map.
8. I use "things to do" lists all the time.
9. I label things at home or in my shop.
10. It is easy for me to visualize what something will look like.
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C 1. I enjoy building things at work or as a hobby.
2. In a classroom, I like to conduct experiments.
3. I fidget when I have to sit for long.
4. I have been told I have good space relations and can judge distances well.
5. I might jump up and get excited about things.
6. I consider myself a "hands-on" person.
7. Dancing is something I enjoy.
8. A demonstration is helpful for me to see how something works.
9. I learn to use a computer by trying it out.
10. I have an excellent sense of direction, and remember how to get to a place after
having been there once.
Discussion: Name the learning style that these letters represent
A
B
C
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What I hear, I forget; What I see, I remember; What I do, I understand.
- Confucius, 451 B.C.
Channels of Receiving Information
People learn in different ways, and receive information predominantly through different channels. These channels are through hearing, seeing, and touching. Vary the way you present information and the exercises you use to reach different learning styles.
We take information through channels, such as:
Hearing Seeing Touching Auditory Visual Kinesthetic
We all use and benefit from each of these three channels, although one may be more effective than others in conveying enough information for understanding. People often have overlapping styles, with one channel being dominant. They learn most effectively through that channel. For example, we may refer to people whose hearing channel is dominant as auditory learners.
Hearing (Auditory) 1. Uses ears, voices.
2. Remembers verbal directions easily.
3. Talks through written directions, discusses something not understood.
4. Will read written instructions aloud, or mumble.
5. Checks work or progress verbally.
6. Noisy work place is disturbing - everything is listened to.
7. Will talk to fill an empty or quiet space.
8. Can learn a foreign language easily.
9. Learns to use a computer by asking someone how.
10. Asks directions to get someplace.
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Seeing (Visual) 1. Wants to see words written down to understand and remember.
2. Uses pictures, diagrams, visuals whenever possible.
3. A time line helps understand events in history.
4. Uses objects to make an example, likes to show samples.
5. Responds to use of symbols for machine directions.
6. Can visualize what something will look like.
7. Responds to "make yours look like this."
8. Tuned into surroundings, likes a nice place to work.
9. Learns to use a computer by reading the manual.
10. Uses maps.
Touching (Kinesthetic) 1. Likes building things.
2. Will best understand theories by manipulating the machine first.
3. Responds well to individual attention.
4. Writes while listening.
5. Will jump up and get excited by things.
6. Considers themselves "hands-on" people.
7. Moves around, does not like to stay in one place too long.
8. Uses movement, models and demonstration whenever possible.
9. Needs help to develop note-taking skills.
10. Learns to use a computer by trying it out.
11. Has an excellent sense of direction.
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Activity 2.2: Training Styles Inventory
In order to determine your preferences in setting the climate for a training event, think of how you feel a training event should be... a training event that would be a positive learning experience for you as a participant... one that would be comfortable for you as a trainer to lead. Read each statement below and decide if it applies to this experience, if so, place a check mark next to the number in the space provided. If the statement does not describe your preferred training event, leave it blank. 1. ___ The trainer presents the subject material in the workshop. 2. ___ The trainer participates in the learning exercises with the workshop participants. 3. ___ The trainer designs all the activities for the workshop. 4. ___ The participants often critique each other's work with little or no direction from the
trainer. 5. ___ The participants and the trainer share responsibility for decisions about what
subject material to explore. 6. ___ Participants explore their curiosity and work to satisfy themselves with little
trainer direction. 7. ___ The trainer's principal role would be to encourage participants to continue
working together, exploring alternatives and moving toward their own goals. 8. ___ The trainer designs and describes to the participants the well detailed plan and
organization for the workshop. 9. ___ The participants would be encouraged to develop ways to accomplish their own
goals, even if it meant somewhat changing the workshop plan. 10. __ The trainer would make the decisions on what materials to be used in the course. 11. __ The trainer would be very accepting of the participants' ideas and thoughts even
if he/she did not agree, or knew them to be wrong. 12. __ Participants would be expected to share responsibility with the trainer to adapt
the workshop to meet their needs. 13. __ The trainer is likely not to know the subject matter as much as the participants.
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14. __ The trainer would allow the participants to make most of the decisions about whether the workshop was successful or not.
15. __ The trainer allows the participants' comments and needs expressed during the
workshop to influence much of the design. 16. __ Participants are expected to evaluate their own progress through the course. 17. __ The trainer allows the participants to determine how much time should be spent
on each topic. 18. __ Participants spend a good deal of time learning from the trainer's well-executed
lectures and demonstrations. 19. __ Participants are expected to challenge the trainer's ideas. 20. __ The participants are told precisely what to expect from the workshop. 21. __ The trainer does not need to remain in the room while small group discussion is
taking place. 22. __ The participants' discussions are always tightly controlled so that time can be
used wisely. 23. __ The trainer almost never makes substantive inputs. He/she would not be
expected to be knowledgeable about the subject. 24. __ The trainer assumes full responsibility for the learning activities. 25. __ Participants are asked to help design the workshop. 26. __ The participants rely on the knowledge of the trainer for many of the substantive
answers they are seeking. 27. __ The trainer decides how successful the workshop was. 28. __ The participants would define the subjects and issues that should be covered in
the workshop; they would be responsible for looking for answers. The trainer would only assist in helping this to happen.
29. __ The participant decides with the trainer whether or not the workshop would be
beneficial. Once this has happened, the participant would be expected to attend. 30. __ The participant should make the decision on whether or not the course would be beneficial, and should be free to leave during the course if he/she felt is was not helpful.
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Training Inventory Scoring Sheet3 Directions: Go back over the inventory. If you checked #1 on the inventory, then check it on this sheet. If you did not check it on the inventory then leave it blank on this sheet. When you have finished then total how many checks you have for each column and write the total at the bottom in the space provided.
A B C
1. 2.
3. 4.
5. 6.
7.
8. 9.
10. 11.
12. 13.
14.
15. 16.
17.
18. 19.
20. 21.
22. 23.
24. 25.
26.
27. 28.
29. 30.
Totals A= B= C=
3 The Training Inventory Interpretation sheet describes three basic types of training styles. This is based
upon the work of Wilma Gormley of Training Resources Group. She developed this inventory as a result of observing differences in training styles and learning assumptions among training participants in adult learning situations. The inventory was developed and tested with a variety of people in international and U.S. settings. To date, several hundred individuals have taken the Training Inventory. Their scores have been analyzed and standardized.
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Interpreting Training Styles Type A Trainer Behavior A dependent learner has relatively little experience with the learning situation or the subject matter. He/she has less skills or knowledge in the subject at hand. Therefore he feels less secure and desires guidance (structure) from the instructor. The dependent learner is said to have lower training subject maturity. This refers to the maturity level in relation to the situation or subject, not the personal maturity of the learner. The dependent learner expects the trainer to:
be the expert
tell or show the learner what to do
provide encouragement and reinforcement in the learning
provide major theories and demonstrate skills
coach and supervise learner as he/she tries new behaviors or skills Often times the learner will need to repeat a skill several times with coaching from the trainer, until it becomes automatic. Let us take the example of training people in the use of a computerized MIS. Assume you are a trainer working in a business technical school with students who have little experience or background in business, MIS or practical experience using a computer. The students in this situation will probably not be confident of what they want to learn, nor will they immediately see the use of their learning. In this case, the trainer will need to provide a great deal more structure in the learning. She will need to provide, perhaps, some background reading; she will need to guide discussions carefully; she will need to point out important things for the learners and generally act as an expert. Demonstration, if used, will first be done by the trainer, and learners will need to be carefully coached as they try out skills. Type B Trainer Behavior The collaborative learner brings a body of experience and maturity to the learning situation. He knows what he wants to learn and can see (with some assistance) how the learning can be used on the job. This type of learner wants to use his experience and build upon it in the learning situation by sharing with others, discussing, trying out ideas, and trying new skills. The trainer's role with this type of learner is to:
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collaborate with the learners on what they want to learn
inform learners of goals, learning direction and rationale for the learning
structure
define and manage a structure in which learners can examine their current knowledge and build upon it.
The trainer is principally a "collaborator‖ of learning with this type of learner. He usually provides new information and ideas (resources, models) but he is also working on an adult to adult level and presents an attitude of openness to learning himself (co-learning). If we continue with the example of learning about the use of the computerized MIS, we would be working, in this case, with a group of practicing MIS managers. The trainer would be a MIS consultant. Clearly the managers have a body of experience with MIS but (if they are good managers) are always curious about ways to improve their systems. Some may have used computers; some may have used manual systems. The task of the trainer would be to set up a structure of mutual learning among the managers while providing a forum for experimentation and new learning. He might organize field visits where different examples of the use of computers in MIS could be observed, and he might encourage the more daring managers to try out the new technology. Because the variables in the use of computers are many, the consultant would be learning at the same time in a given setting (and would communicate this to the managers). Type C Trainer Behavior The independent learner is already a fully experienced expert in the subject area but seeks to increase her expertise with other knowledgeable people in the field. She normally is a continuous learner in the subject area and needs little direction. She is able (and often demands) to set her own goals. She wants to reach her own conclusions and usually can readily see a range of applications for the things she learns. The principal functions of the trainer who works with the independent learner are to:
manage the learning structure by keeping track of time, facilitating discussions and watching group process.
coordinate and moderate discussion groups and act as a resource person
when/if needed.
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One typical training model for independent learning is the conference round table discussion (or discussion group or team project). When working with this type of learner the trainer is essentially a facilitator. An example of this learning situation (following our MIS computer example) would be a conference of consultants who have worked with a number of managers in different settings on the use of computerized MIS. The consultants would share what they are currently doing and exchange success stories and problems they are encountering in their work. The trainer‘s job would be to talk with participants ahead of time and find out what problem areas they are interested in exploring; set up some conference goals (and clear these with participants ahead of time); formulate some discussion questions and act as moderator when/if needed during the conference. Summary Points It is important to realize that one must be flexible in approaching learning: there is no "one way" to learn or train. Just as every personality is different, learning is more or less effective depending upon the circumstances (situation) of the learner and the ability of the trainer to vary his/her approach from Type A to B or C. It is also important to realize that our assumptions about learning may heavily influence the way we approach training others.
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Activity 2.3: The Numbers Game
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Activity 2.1: The Numbers Game
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Activity 2.1: The Numbers Game
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Experiential Learning Cycle4 The experiential aspect of the training methodology explains how best to integrate an activity, or some kind of learning experience, into the training. For example training that incorporates experiential learning provide opportunities for a person to engage in an activity, review the activity critically, draw useful insight from the activity, and apply the result to a practical situation. Below is a graphic representation of the experiential learning cycle.
The experience phase is the activity and data-producing part of the experiential learning cycle. This phase is structured to enable participants to become actively involved in "doing" something. Doing, in this instance, has a rather broad definition, and includes a range of activities like the following:
4 Wilma J. Gormley and James A. McCaffery, PhD. Designs Components of an Experiential
Training Session, Training Resource Group
Experience Activity, doing
Generalize Draw
conclusions and identify general
principles
Apply Using the new information or
skill
Process Reflecting, Analyzing
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case studies role plays completing an instrument simulations skill practice lecturettes This sample list indicates that the range of training techniques varies from the more passive (lecturettes) to the more active (skill practice). The activity that is chosen will depend on the objectives of the training session. Once the experience stage is completed, the trainer or instructor guides the group into the process phase. This phase is used to systematically examine and analyze the experience, looking for patterns, themes, relationships, and group interactions. Members are most likely to learn from the experience if they consider "What kinds of things happened and why?‖ To begin this phase it is important for participants to report what happened during the experience part of the cycle. The facilitator or trainer helps to structure this; participants discuss "What happened?‖, ―the Results‖ and "How did it go?" Participants reflect on the activity undertaken during the experience phase, and share their reactions in a structured way with other members of the group. They discuss both their intellectual and attitudinal (cognitive and affective) reactions to the activities. Additionally the trainer helps to link these thoughts and feelings together in order to derive some meaning from the experience. Each group may be given a slightly different assignment so its members have a somewhat different experience. Reporting enables the entire group to share these varied experiences. The generalization stage is that part of the experiential learning cycle in which the participants form conclusions and generalizations. During this phase, participants are helped to "take a step back" from the immediate experience and discussion, and to think critically in order to draw conclusions that might generally or theoretically apply to "real life." This stage is perhaps best symbolized by the following questions:
What did you learn from all this?
What more general meaning does this have for you?
The trainer structures this part of the experiential learning model so that the participants work alone first, and then are guided into sharing conclusions with each other, In this way, participants exchange thoughts and ideas so that they may act as catalysts to one another. The trainer helps to facilitate this step by:
Asking and helping individual to summarize what they have learned into concise statements or generalizations
Pushing back at people to help make their thinking more rigorous
Relating the conclusions reached and integrating them into a theoretical model
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Helping the group compare and contrast different conclusions, identifying patterns where they exist, and identifying legitimate areas of disagreement
After participants have formed generalizations, they are guided to the application stage of the cycle. Drawing upon insights and conclusions they can begin to incorporate what they have learned by developing plans for more effective performance and behavior in the future. In an ideal training event, participants would be able to apply what they have learned immediately after the Course. Techniques used to facilitate the application stage can include:
individual work to develop a thoughtful action plan which puts "thought into action"
Participants review each other's plans and assist in formulating ideas for action
Parts of individual action plans are shared with the whole group in order to create a sense of joint effort
additional learning needs are identified by participants
One of the ways the trainer assists during this process is by helping participants be as specific as possible in developing their action plans. It is important to stress two other points about the experiential learning model. First, the exact nature of each phase of the model is determined by the goals of the training session or program. Once the goals are defined, then the session can be designed using the model as the framework. Second, theory can come in two different places - either before the experience, in which case the experience becomes a way to test the theory or try out the skills implied by it, or after, when it is interwoven into the generalization phase as participants develop their own "theory". Although the model looks clear, its practical application is not always as clear. There are transitions between phases and generally the group will return to a phase. Individual participants may not approach the learning process in such a linear fashion and that is perfectly legitimate. The model is meant to serve as a guide for the trainer. The model is especially useful for skill training because most of its techniques are active and are designed to involve the participants in skill practice. The experiential model helps people assume responsibility for their own learning because it asks them to reflect on their experience, draw conclusions and identify applications. The effective trainer does not do this for the participants.
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SESSION THREE: A FRAMEWORK FOR EFFECTIVE INSTRUCTIONAL DESIGN
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Activity 3.1: Teaching Tasks vs Learning Tasks5 Presentation One: A one-hour workshop on designing a job description of a microfinance loan officer for rural finance institutions Participants: Human resource managers or direct supervisors of loan officers from rural microfinance institutions The trainer begins the workshop with a powerpoint presentation that describes the state of the rural microfinance industry in the country. The powerpoint presentation uses photos that help to describe the players in the rural microfinance industry, clients of rural microfinance, and those organizations that help to support the rural microfinance industry. The trainer accompanies the powerpoint presentation with a lecture, highlighting key facts. The presentation focuses on the loan officer (with a nice montage of photos of loan officers at work). The presentation continues with an overview description of the roles and responsibilities of a rural microfinance loan officer from the perspective of 3 rural finance institutions. The overview focuses on client identification, client assessment, building and maintaining client relationships, and managing delinquent clients. At the end of the presentation the trainer asks if there are any questions. The presentation is well organized with colorful photos of the rural microfinance industry at work.
5 Adapted from ―Taking Learning to Task‖, by Jane Vella, Copyright 2001, Jossey-Bass, San
Francisco, CA
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Activity 3.1: Teaching Tasks vs Learning Tasks Presentation Two: A one-hour workshop on designing a job description of a microfinance loan officer for rural finance institutions Participants: Human resource managers or direct supervisors of loan officers from rural microfinance institutions Trainer to introduce the topic and describe what participants will be able to do at the end of the workshop. Trainer to lead a guided discussion to determine the importance of a job description, different ways a job description can be used, and the steps to write a job description. Learning Task 1: As a large group come up with a working definition of a task. Participants should do this exercise in small groups working with staff from their institutions. List the required tasks of the Microfinance loan officer using the table below:
Task Process Result
Prioritize the tasks in order of importance. When the working group has completed the task list, compare your listed tasks with the sample job description attached. Learning Task 2: As a large group discuss what a process and a result are using an example. Watch the powerpoint presentation beginning at the overview description of the roles and responsibilities of a rural microfinance loan officer from the perspective of 3 rural finance institutions. The overview focuses on client identification, client assessment, building and maintaining client relationships, and managing delinquent clients. Working groups should assign individual members one or two tasks. For each task the participants must list the processes and results. Individuals to share processes and results within the working group. The working group is responsible to reach consensus for the processes and results. Learning Task 3: Read the example job descriptions. As a group list the key elements of a good job description. As a large group come up with a working definition of an effective job description. In working groups, discuss and plan the next steps to designing an effective job description for a microfinance loan officer using the information that has already been defined.
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Instructional Design Process6 The Addie Model
6 Excerpted from an Info-line: Instructional Systems Development article, Basics of Instructional
Systems Development, by Chuck Hodell, American Society for Training and Development, 1994
ANALYSIS
DEVELOPMENT
DESIGN
IMPLEMENTATION
EVALUATION
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Instructional Design Process The Addie Model
Analysis: the initial step in the instructional design process as well as an important element after the evaluation stage. During analysis the course designer must understand as much about the potential audience and their needs and the resources available. Identify needs and problems. Can these be addressed through training? Write goals and objectives of training Identify resources available for training Describe the profile of the audience
Design: this phase uses the outputs from the analysis to plan a strategy for developing the instruction. During this stage the designer outlines the instructional objectives, how to meet the objectives, and expand the instructional foundation. The design stage consists of: Prepare instructional objectives Develop a sequence and structure for the training Design measures for the outcomes Develop lesson plans, agenda Confirm that the subject material is correct
Development: The phase in which training materials and learning content are developed. This phase includes development of: Prepare all participant and instructor training materials (instructor guides,
agendas, reading material) Prepare support material Prepare evaluation materials (evaluation plan, checklists, tests,
questionnaires) Confirm that the subject material is correct
Implementation: implementation refers to actual delivery of the instruction. The purpose of implementation is the effective and efficient delivery of instruction. This phase must promote the students‘ understanding of material, support the students‘ mastery of objectives, and ensure the students‘ transfer of knowledge from the instructional setting to the job. conduct training evaluate program by learners, trainers make and document changes to course as necessary Confirm that the subject material is correct
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Instructional Design Process The Addie Model
Evaluation: the ongoing process of developing and improving instructional materials based on evaluation information gathered during all the phases of the instructional design process. This includes an evaluation of how participants are integrating new ideas in the workplace. Confirm that the subject material is correct Review and act on evaluations from participants and trainers
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SESSION FOUR: ASSESSING NEED
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Job Analysis Interview Questionnaire7 Use this guide to ask questions during the interview and note the responses on the separate response sheet. Use the following rating scales to allocate the importance to the job and the amount of time spent.
Importance to the job
Amount of time spent
4 Extremely important
4 Very substantial – over 66% of the time
3 Highly important
3 Considerable – between 33% and 66% of the time
2 Moderately important
2 Moderate – between 10% and 33% of the time
1 Unimportant
1 Very little – less than 10% of the time
Some people may have difficulty defining the precise amount of time they spend on particular activities. Don‘t worry as you need only a rough guide.
7 This questionnaire was developed by M Pearn and R Kandola and first appeared under the
heading of‗Structured Job Analysis Interview‘ in their book Job Analysis,A Manager’s Guide, published by The Institute of Personnel and Development, London.
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Job Analysis Interview Questionnaire Place in the organization? 1. What is your job title? 2. What department do you work in? 3. What jobs are immediately above yours? 4. What jobs are immediately below yours? Main objective? 5. What do you see as the main objective of your job? Main duties 6. (a) What are your main duties/activities? (b) How important are each of these to your work? (c) What proportion of your time do you spend on each of these duties? Duties and responsibilities 7. (a) What tools and equipment do you use? (b) What do you use each of them for? (c) How important are they to your work? (d) How often do you use them? 8. (a) What aspects of your work require physical effort (b) What do you have to do? (c) What sort of weight/force/pressure is involved? (d) How often do you have to do this? 9. (a) What written materials do you use as sources of information – for example, notes, reports, articles etc.? (b) What do you use them for? (c) How important are they to your work? (d) How often do you use them? 10. (a) What writing do you do? (b) Who do you generally write to? (c) Generally, what is the content of the written work? (d) How do you decide what you have to write? (e) How often do you have to write things? 11. (a) What materials do you use involving figures, tables of numbers, etc.? (b) What do you use them for? (c) How important are they to your work? (d) How often do you use them?
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Job Analysis Interview Questionnaire 12. (a) What calculations do you have to do? (b) What do you have to do it for? (c) What is the highest level of arithmetic you require? (d) How often do you work with figures? 13. (a) Do you use graphs, pictures or pictorial materials in your work? (b) What do you use them for? (c) How important are they? (d) How often do you use them? 14. (a) Do you ever have to produce maps/charts/diagrams etc.? (b) For what reasons? (c) How often do you do this? 15. (a) Which aspects of your work, if any, require you to work accurately? (b) What would the consequences be if you were not accurate in those areas? 16. (a) What other sources of information do you use in your work? (b) For what reason? (c) How important are they? 17. (a) Are professional qualifications required for this job? (b) What level of education is needed to be able to perform this work? 18. (a) Is previous experience required to perform this job? (b) If yes, what sort of experience is required? Be as specific as you can. 19. (a) How much supervision do you receive? (b) How much contact do you have with your supervisor? (c) How does your supervisor know if your work is up to standard? 20. (a) How many people do you supervise? (b) What does that involve? 21. (a) How do you decide the order in which to carry out your work? (That is, is it pre-determined or are you free to set your own priorities?) 22. (a) What planning or organizing do you have to do? (b) What do you have to do it for? (c) How important is it to your work? (d) How often do you have to do it? 23. (a) How responsible are you for the safety of others? (b) What does this involve?
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Job Analysis Interview Questionnaire (c) How important is this? 24. (a) What sort of assets, material, money are you directly responsible for? (b) What does this involve? (c) How important is this? Contact with others 25. (a) What people do you come into contact with within the organization? (b) For what reason? (c) How important is contact with each of these people? (d) How often do you come into contact with each of these people? 26. (a) What people from outside the organization do you come into contact with? (b) For what reason? (c) How important is contact with each of these people? (d) How often do you come into contact with each of these people? 27. (a) Is there any negotiating/interviewing/training/public speaking involved? (b) For what reason? (c) What does it involve? (d) How important is it? (e) How often do you have to do it? 28. (a) What are the major forms of contact? (For example, personal contact, telephone, letters, memos.) (b) How important are these forms of contact? (c) How often do you use them? Physical environment 29. (a) Is the majority of your work indoors or outdoors? (b) What proportion of time is spent indoors/outdoors? 30. (a) How many people do you work with most of the time? 31. (a) What are the physical conditions like? (Light, heat, space etc.) 32. (a) To what extent do routines and procedures have to be followed? (b) For which activities? (c) How much time do you spend working under such routines and procedures? 33. What are the prospects for future development?
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Job Analysis Interview Response Sheet Name.............................................................................................................. Date of interview ......................................................................................... 1. Job Title...................................................................................................... 2. Department................................................................................................. 3. Jobs above................................................................................................. 4. Jobs below.................................................................................................. Question Number
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Job Analysis Interview Response Sheet Question Number Question Number
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Job Analysis Interview Response Sheet
Question Number Question Number
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The Task and KSA Checklist Knowledge: What must be known and understood to carry out the task to an acceptable standard. Skills: The ability to do something. Attitudes: Feelings, beliefs, values that can affect behavior and therefore impact job effectiveness Think about the conditions in which the task will be carried out and the standards it needs to meet.
TASK
KNOWLEDGE, SKILLS OR ATTITUDES NEEDED
Liaising with external consultants Wide knowledge of existing external consultants. Ability to negotiate confidently and professionally at all levels. Open to new ideas while retaining a common-sense approach.
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The Task and KSA Checklist
TASK
KNOWLEDGE, SKILLS OR
ATTITUDES NEEDED
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The Task and KSA Checklist
TASK
KNOWLEDGE, SKILLS OR
ATTITUDES NEEDED
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The Dos and Don’ts of Questionnaire Design
DO: Explain what you want and why you want it Use appropriate language Stick to the point Keep it short Ask or write clear, concise questions (one question at a time) Organized and structured presentation
DON’T Double-barreled questions
Biased or leading questions
Make assumptions
Hidden agendas
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Goals and Objectives Once you have determined the training needs, the next step is to consider how these will be achieved. To do this you need to decide the goals and objectives for the training program and the individual sessions. Training Goals: Goals are fairly broad, general statements of intent for a training activity derived from the identified needs. A goad is the final destination. For example: Goal: Participants will be able to design a training course using participatory and experiential learning methods and to use effective training skills in the classroom. Training Objectives: Objectives are statements of specific performance that the participants will be able to do at the end of the learning process. They are written in clear, unambiguous, specific and precise terms. This is essential in evaluating the training by considering whether what has been achieved is what was intended. Objectives: At the end of this training participants will be able to:
Apply instructional design as a process to develop learning situations that will improve the skills and knowledge of participants
Interact effectively with participants to maximize the learning experience
Use a variety of proven training techniques to enhance instructional material and in-class learning
A training objective has three elements: 1. ACTION This is the observable behavior required at the end of the training and is prefaced by the statement, ‗By the end of the session/program, the participants will be able to…‘ 2. CONDITION These are the circumstances in which the outcomes should take place and must be clearly defined. Such conditions might include ‗in a cohesive team situation‘, ‗without the use of instructional materials‘, ‗under realistic working conditions‘, and so on. 3. STANDARDS The expected level of attainment in terms of quality, accuracy, quantity or whatever is relevant to the job. These can include ‗to 100% accuracy (or some other level)‘, ‗at the rate of 50 per hour‘, etc.
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Writing Training Objectives When writing training objectives, trainers need to consider the kind of language that will best describe what they want the participants to accomplish. The objectives should focus on actions which are clearly defined and measurable. If objectives are vague or confusing it may be difficult to determine the actual learning that has taken place in a training program. Learning is measured by means of specific criteria, which is established by the trainer and incorporated into the learning objectives. Three common criteria should be included when developing objectives:
Action that is an Observable Behavior How will the participant demonstrate that learning has in fact, taken
place? Conditions What circumstances or conditions will be in place when the action is
performed? Standards/Performance Level What standards will be set to show that learning has taken place?
Who will judge the amount/quality of the learning?
These criteria will vary depending on what type of learning is desired. Different types of learning must be measured in different ways. Careful formulation of objectives will serve the dual purpose of enabling trainers to determine what type of learning is desired and how that learning will be measured. Knowledge Learning A knowledge objective aims to increase awareness and understanding and transfer concepts and information. EXAMPLE: Objective:
By the end of the session, the participants will be able to list and describe the criteria used when writing training objectives without the aid of notes.
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The objective clearly describes what the participants will accomplish, and it is easily measured. If, when given a test, the participants cannot list and describe the criteria, the objective has not been met. Skill/behavior Learning Skill and behavior learning objectives aim to impart a skill so that something is done differently or a behavior is changed EXAMPLE: Objective:
Given the objectives of a training session, the participants will lead a session, demonstrating the use of the experiential learning model without assistance from the instructor.
The use of the new behavioral skill is again clear and observable. However, with behavior learning, the new skill must be observed over time to ensure that the person does not revert to an old behavior. Attitude Learning Attitude learning is the most difficult of the three types. We develop attitudes based on what we believe is the "right way". In order for a person to change their beliefs, they must be convinced that the "new way" of doing something has merit. They must believe that a better way does exist. If the person is convinced that their present attitude is inaccurate or incomplete, they will make a conscious choice to change their attitude. EXAMPLE : Objective :
Given the objectives of a training session, the participants will choose to lead a session using the components of the experiential learning model.
Attitude learning is also observable and easily measured in a training program. Nevertheless, attitudes, like behaviors must be observed over time to ensure that a person is incorporating the new attitudes into his/her way of approaching any given task.
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The Objectives Verb List
Broad Area Possible Wording
Knowledge define write
state list recall
recognize underline select
Comprehension
identify justify select indicate
represent illustrate name formulate
explain judge label classify
Application
predict list find show demonstrate
choose reproduce compute use perform
construct select assess explain calculate
Analysis
analyze identify conclude differentiate
select separate compare contrast
justify resolve break down criticize
Synthesis
combine restate summarize argue
discuss organize derive conclude
select relate generalize
Evaluation
judge evaluate recognize support
validate determine criticize identify
defend attack choose
Attitude prefer choose
identify with accept
relate to commit to
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Checklist for Writing Learning Objectives
Does the objective specify what participants will do to demonstrate learning?
Does the objective focus on one task or behavior?
Does the objective use an active verb?
Is the objective measurable?
Is the objective written from the learners‘ perspective?
Are the conditions appropriate for the action required?
Does the objective indicate the level or standard of performance required?
Is the standard appropriate given the ―real-world‖ environment to which participants will return after the training?
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SESSION FIVE: DESIGNING THE TRAINING
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Course and Session Design Templates
Training Course Profile
Training Design Template
Session Design Template
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Training Course Profile Training Activity Overview: Participant Profile: Subject matter expert with some experience in the design and delivery of training programs. Goal: Participants will have the basic theoretical and practical foundations to design and deliver a training course for adult learners using an instructional design framework that integrates adult learning principles and experiential and participatory learning models. Course Objectives:
Demonstrate skills associated with good training to enhance the learning environment for microfinance management training
Apply curriculum design as a process to develop learning situations that will improve the skills and knowledge of participants
Develop creative training material to enhance the learning environment for training
Interact effectively with participants to maximize the learning experience
Use a variety of proven training techniques to enhance instructional material and in-class learning
Time: 7 days
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Training Plan
Session
Session Objectives Content/Topics
Time Allocated
Introduction
Explain with clarity what the course is about and the expected results of the course Recognize the importance of setting an appropriate climate for a training event Identify what they would like to get out of the training course
Ice Breaker Course Goal, Objectives and Overview Participant Introductions Participant Expectations Climate Setting and Schedule
60 minutes
Understanding How Adults Learn
Discuss the basic tenets of adult learning to be able to apply them in the design of a training activity Describe how adult learning theory affects the design and delivery of training courses Assess their own learning style to recognize how personal preference can influence the training design Examine the relationship between learning style, training method and motivation
Adult Learning Theory
Learning Styles
Principles of Adult Learning
The Experiential Learning Cycle
2 hours 30 minutes
A Framework for Instructional Design
Explain how the design and delivery of an effective training activity is influenced by the principles of adult learning
Effective Training (30) The Instructional Design Process: Meeting
1 hour
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Summarize the four elements of the instructional design process to understand how a systematic design model can influence the effectiveness of a training design.
the Requirements of Effective Training (30)
Assessing Needs
Describe the critical importance of assessing needs and how this influences the content of a training activity Use selected tools to efficiently conduct an assessment Identify the difference between a training goal and a training objective Demonstrate how to write training goals and objectives
Identifying needs and solutions (15 min) Tools for assessing needs (100 min) Needs Assessment Plan (30 min) Writing goals and objectives (120 min)
4 hours 40 minutes 6 hrs
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Session Plan: Designing the Training
Time
Content Method/Task/Activity
Resource Material
Notes
Designing the Program
10 min
Course content
- Using objectives to define course content
- Tools for the Design Process
Presentation
PPT
90 min
Plan Instruction: Sequencing and Structuring
- The importance of sequence and structure
- 5 Sequencing Ideas Step-by-step Part-to-whole Whole-to-part Known-to-unknown General-to-specific
Game: Structuring content Interactive Presentation Exercise: Small group activity – Generic content small groups to think about how to structure and sequence content each group using one of the methods discussed
PPT Matrix for sequence and structure game Scenario for group exercise describing objectives and content areas
3 hours 30 min
Instructional Methods
- Review of instructional methods already presented
- Additional instructional
Discussion Brainstorm
PPT Activity description
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methods - Strengths and Weaknesses - Choosing methods to
match objectives and in line with the experiential learning cycle
Short presentations Small group activity:
Scenarios for small group activity Training Methods and Activities (CGAP)
45 min
Tools for the Design Process Instructional Design Template Session Design Template
Small Group Exercise: Critique of the instructional design and session design template
PPT Instructional and session design template
60 min
Putting it Together
- Using the design templates to design your training
Individual or small working group activity Peer Review
Copies of the design templates
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Training Activity Training Activity Overview: Participant Profile: Goal: Course Objectives: Time:
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Training Plan
Session
Session Objectives Content/Topics
Time Allocated
60
Session Plan:
Time
Content Method/Task/Activity
Resource Material
Notes
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Activity 5.2: Content Selection and Sequencing Your training team is responsible for developing a training course that will introduce a framework for how to measure the financial performance of a microfinance institution. At this point the training team has divided up the work and you are responsible for designing the training session entitled ―Financial Statements and Reports‖. Based on the objectives written for this session you must now choose the subject matter for this session and sequence the content for appropriate learning. Using the information below that details the general overview of the course, the participant profile, and the session objectives your task is to:
1. Describe the content that will be needed for this session that will best meet the objectives.
2. Sequence the content into an organized format. Think about the method(s) you are using to sequence the content.
3. Be prepared to present your content and sequence in the plenary session. This should include your presentation written on a flipchart, a description of the content and sequence, and a description of the method(s) of sequence used.
4. Your team has 30 minutes.
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Activity 5.2: Choosing and Sequencing Content Overview of Training Course: Measuring Financial Performance of Microfinance Institutions is a training course to provide microfinance practitioners with the skills, knowledge and tools to develop financial statements and reports for meaningful analysis and monitoring, and that are in accordance with International Financial Reporting Standards. Participant Profile: Managers, finance and accounting staff of microfinance institutions that are instrumental in creating financial statements and/or responsible for using financial reports for analysis and monitoring. Prerequisites include familiarity with the microfinance industry and basic knowledge of accounting and financial reporting of a microfinance institution. This training course is also appropriate for staff of donor organizations that have worked with microfinance institutions and have an understanding of basic financial statements and reports. Time Allocation: 10 hours Session Objectives: Financial Statements and Reports
1. Explain the significance of the income statement, balance sheet, cash flow statement, portfolio report and non-financial data report to understand how they are interrelated.
2. Construct 3 financial statements based on International Reporting Standards that
accurately reflect the institutions financial status
3. Analyze selected financial statements to determine the financial health of a microfinance institution.
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Session:
Time
Content Method/Task/Activity
Resource Material
Notes
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Activity 5.3: Content and Sequencing Individual Training Design
Time
Content Method/Task/Activity
Resource Material
Notes
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Sequencing Models8
Sequencing instruction/objectives helps ensure that learners are introduced systematically to what they must know and do to perform competently. There are nine approaches to sequencing performance objectives. The approach to use is dependent on the learning objectives and the instructional environment and at times the learners themselves. Chronological sequencing – The content is arranged by time sequence. This is appropriate when the subject matter reflects a chronological or historical development of events. Instruction is sequenced from past to present to future. This is typically used with history. Whole-to-part sequencing – Learners are presented with an overarching logic to govern what they should know. In this way, they can see how each part relates to a larger conceptual system. Learners are first presented with a complete model or a description of the full complexities of a physical object, abstraction or a work duty. Instruction is then organized around parts of the whole. Examples are the hardware in a computer system, the instructional design process, or the job of an employee development specialist. Continuing with the examples; in whole-to-part sequencing, instruction would go from computer system to components, from design process to steps, and from job to duties. Part-to-whole sequencing – Learners are presented with each part of a larger object, abstraction, or work duty. By the end of instruction, they should be able to conceptualize the entire object or abstraction or be able to perform the entire duty. For the example immediately above, instruction would go from components to the computer system, from steps to design process, and from duties to the job. Known-to-unknown sequencing – Learners are introduced to what they already know and are gradually led into what they do not know. For example in teaching how to develop Web pages using HTML, the instructor finds out how much the students know about the Windows environment and how experienced they are with the Internet before launching into instruction on HTML. The instructor is sequencing form the known to the unknown. Unknown-to-known sequencing – Learners are deliberately disoriented at the outset of instruction. They are put in ―over their heads.‖ This approach dramatizes how little they really know about a subject or the performance of a duty with which they already feel smugly familiar. The aim of this approach is to motivate learners by showing them they need to learn more.
8 Adapted from Mastering the Instructional Design Process, William J Rothwell and H.C. Kazanas, 2
nd Edition, 1998
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Sequencing Models Step-by-step sequencing – Learners are introduced to a task by either the steps in the task itself or the knowledge they must possess to perform competently. Performance objectives are sequenced around each ―chunk of knowledge‖ or ―specific skill.‖ An example is training in resource conservation planning. Objectives could be sequenced around the nine steps or the knowledge necessary to complete the steps. General-to-specific sequencing – Learners are introduced to the same foundation or core subjects and then given the opportunity to specialize. An example is Webmaster certification training where learners are introduced to core subjects and are then free to specialize in a developer track, a design/media track or an administration track. Sequencing performance objectives can vary among units of instruction. The subject matter, the intended learners and the experience of the instructors govern the particular sequence chosen.
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Instructional Methods Guided Discussion The purpose of the guided discussion is for participants, through a series of questions and answers, to come to facilitator-led pre-determined conclusions. To effectively use this technique the facilitator must know the end result of the discussion and have prepared a series of questions that will guide participants to the conclusions. The guided discussion is a mainstay of participatory training as the facilitator assists participants in verbalizing, understanding, and drawing conclusions. It is important that the facilitator include all participants in the discussion and balance that with moving the group forward. Buzz Group A buzz group is a technique to stimulate ideas and encourage quieter participants to engage in a discussion. During a discussion the facilitator asks participants to turn to their neighbor on the right. In pairs they are to discuss a specific issue and come up with ideas. This buzz group should only last a couple of minutes. At the end of the buzz group the facilitator can go to each group or ask for a group to volunteer for one idea. Continue around the room for additional input. Design and Delivery Tips • Listen for the buzz to diminish and then convene the large group • Time should be limited • One way to shorten feedback time is to encourage participants to shout out key suggestions and ideas randomly in plenary, or have one group present their ideas with other groups only contributing new ideas, avoiding repetition Group Discussion Group discussions are facilitator led conversations and deliberations about a specific topic. Such discussions are most useful when certain conditions are present. For example, it always helps when there is someone in the group with some experience or knowledge about the topic being addressed. Discussions can also assist groups when they have to create new ideas or actions, understand complex ideas and then make decisions about them. The purpose of the discussion in these situations is to assist the group in doing what it is supposed to do. A trainer or leader serving in this function helps set the stage, keeps the discussion moving along, gets everyone involved, and assists the group in establishing a systematic approach to its task.
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Instructional Methods Design and Delivery Tips Ensure every participant contributes Should be used to cover a limited number of subjects Most useful when there is someone in the group with some experience or knowledge
about the topic being addressed Know what you want the discussion to achieve Use open questioning technique Paraphrase participants‘ answers Summarize contributions (flip chart maybe) A town meeting format (in which the previous speaker calls on the next speaker) can
facilitate more control of and active participation in the discussion by a range of participants
Brainstorming Brainstorming is a technique used to generate many ideas from participants without making any initial judgments. Brainstorming can be used in generating ideas and solutions. The basic rules of brainstorming are that participants are asked to voice ideas/suggestions and that during the brainstorming activity no comments or judgments are discussed. All ideas are written so that the participants can see what has been said. After the specified time (depends on topic), the suggestions are discussed. The objective of the brainstorming session will determine the focus of the discussion. The facilitator can group similar suggestions into groups, discuss each comment, etc. Design and Delivery Tips Keep the pace fast to generate maximum ideas Ensure good moderation to allow all participants to effectively/adequately contribute Focus is on getting as many ideas as possible without judging them; all ideas are
given equal credit Encourage participants to let ideas flow freely, building on and improving from
previous ideas No idea should be rejected Ideas should be listed exactly as they are expressed on a board or flipchart Don‘t discuss or evaluate the responses while brainstorming After a brainstorm the ideas can be discussed further and evaluated, e.g. listing the
best options in a systematic way, grouping ideas Make sure the question or topic is very clear Set a very short and limited time period for brainstorming Consider inviting someone to help you record so you can move faster
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Instructional Methods Fishbowl A fishbowl is a technique used to stimulate discussion. For a fishbowl one group of participants, 5 or 6, are asked to sit on chairs inside a circle. The other participants are to sit in a circle surrounding the inner circle. The participants in the circle are given a topic to discuss. The purpose of the discussion depends on what needs to be accomplished, however, participants could be asked to address a problem and come up with a solution or articulate new ways to achieve a work objective, etc. The instruction are that the participants in the inner circle are to discuss the issue and the outer circle are observers. The observers are told to follow the discussion and at the end of a time period offer feedback, comments, etc. A variation on this is that the group is told that one members of the inner circle can leave the discussion and a member from the outer circle can take the seat to participate in the conversation. However the inner circle members can only leave one at a time. After the fishbowl the facilitator must process the activity. Case Studies A case study is a written description of a realistic situation or a series of actual events that they might encounter. The learner must read the case study, analyze, and be prepared to respond. The description contains a sufficient level of complex detail so that learners will have to analyze and come to their own conclusions and make recommendations. A case study can be processed in small groups or in a large group depending on the size of the training and the objectives of the activity. If the case study is discussed in a small group the findings should be reported to the large group. Control of the discussion comes through: The case study encourages participants to explore ideas, identify alternative behaviors and solutions to situations and problems they might encounter. Small Group Work Small group work results in a product, decision, or recommendation to be shared with similar groups in the class. For example, case studies may be assigned to small teams rather than the entire class. Whatever the task, the small groups report their findings or present their "product" in a report to the larger group. Typical products from these small groups are reports, decisions, a set of recommendations, or a Pro/Con analysis of some issue.
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Instructional Methods To increase the total participation, participants work in small groups. The size of the small group is determined by the scope of the task and the objective of the task. Typically small group work should include 2 to 6 participants. Because there are fewer people in each group, individual learners are more inclined to participate at higher levels than they would or could if only one large discussion were taking place. Role Playing Role playing is a training technique where, without a script, participants act out a situation in front of the rest of the group. In order to decide what they will say and do in the role play, participants are given a situation described in detail and assigned a role to play. Role players and observers are aware of the general situation, but individual role players may be the only ones aware of the intricacies of their respective roles. The intricacies are either told to the role players individually, or written on a slip of paper for each role player. After the role play is completed, it is discussed by the entire group. Role playing can be used to examine delicate problems, or to explore solutions and to provide insights into attitudes differing from those of participants. Design and Delivery Tips Assign specific roles to people. Give clear instructions. Select actors that will bring out the roles well Be clear about what you want people to get out of the role playing experience. Role playing briefs should contain enough information for the actors to engage in a
believable and relevant conversation. Give as much detail as is necessary - too little and there won't be enough to sustain
a conversation, too much and people will be swamped with information, most of which they either won't need or won't remember.
Avoid giving people the task of role playing attitudes alone. If you want somebody to role play an angry constituent give them something to be angry about.
A well written brief will help to keep the role play focused and on track. Allow adequate preparation time For the observers, explain clearly what you want them to look out for. The order of feedback should be actors first. It's best to hear from them without the
pressure of someone else's views first which may then color their own. It's worth asking what went well for them and why.
Put an end to the play with something like, "You seem to have reached a point where we can break," or,
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Instructional Methods "Please take another two minutes and then we'll stop." Do all this before things get
boring or the discussion too heated. Somewhere between 5 and 15 minutes seems about right for the typical role-play. Interactive Demonstrations An interactive demonstration is an opportunity to watch the facilitator do something as well as participate in the demonstration. The interaction is built into the demonstration so that as the facilitator is demonstrating the learners are also engaged in either trying to replicate or practice what is being learned. Design and Delivery Tips Use demonstrations to convey how to do something: processes, procedures,
techniques Pay attention to the processing of the demonstration to get everyone involved in
reflection and generalization even if they did not present. Make the demonstration interactive. Allow the learner-watchers to do something
besides merely observing. They can move around, ask questions, and interact. Ensure equipment is in place and functional Review key steps in the process at the end Lecturette A lecturette is a presentation of new information to the group. The facilitator delivers the information in a brief lecture so that participants have a foundation or base of knowledge. The lecturette is an introduction to new material and should be followed up with question and answers, discussion, and/or activities to apply the information. It is helpful for visual material to accompany the lecturette, either PowerPoint or flipcharts. Panel Discussions Panel discussions are sometimes called colloquies; sometimes they are called symposiums (symposia). Panel discussions are short lectures by a variety of people rather than a long lecture by one individual. In effective panels, each speaker concentrates on a single subtopic, delivering a unique thesis (clearly different from any other panelist) and relating that thesis to the unifying objective.
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Instructional Methods At the end of the panel discussion time should be allocated for participants to ask questions and make comments. Field Trips Field trips, excursions, observations, or tours may or may not be participative learning experiences. That depends on how well instructors set up expectations and objectives before the trip takes place, and upon the mechanisms developed to ensure that learning happens. A major argument in favor of field trips is that they permit the learners to experience sensory impressions which could never occur in classrooms or conference rooms, but which are characteristic of the environment in which the new behavior must persevere. The trip thus assists the "generalization" process, permitting behaviors acquired in an isolated or unnatural environment to persist in a less focused "real world".
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Matching Methods and Objectives Methods Well-Suited to Transferring Knowledge → Lectures (with opportunities for questions and feedback to ensure accurate
understanding, presenter needs to be in a position of authority on the subject) → Open discussion → Panels or symposiums where members of the audience are given the opportunity to
question the speakers (presenters need to be in a position of authority on the subject)
→ Demonstrations and field trips (provide a model of information) → Television, films, tape recordings, case studies, or readings which are analyzed by
the group with guidance from the trainer → Exams, exercises, demonstrations, games, debates can all be used to assess the
extent to which knowledge has been transferred Methods Well-Suited to Teaching Skills → Demonstrations and field trips that have a demonstration effect → Activities that allow participants to practice → Role plays → Individual exercises → Small group tasks → Feedback and guidance on skill performance during practice → Video or audio tape recording and playback of practicing skills → Intermittent process analysis → Learning partner coaching sessions → Individual feedback forms in writing → Trouble-shooting or problem solving discussions Methods Well-Suited to Changing Attitudes or Behavior → Films or dramatization → Field trips that allow learners to experience the impact of certain attitudes or
behaviors → Debates → Fishbowls → Case studies and stories → Small, informal, open-ended discussion groups → Role plays in which learners actually experience new attitudes or behaviors and can
be supported by other members of the group → Action planning exercises
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Activity 5.5: Is this an appropriate method to use? Your training design partner continued working on the design of the training session ―Financial Statements and Reports‖ during the time you were working on another project. Your partner was busy identifying suitable learning methods and continued to complete the session design template. Before your partner went on a business trip he sent you a copy of the updated training design template. Since your partner will not be available to work with you for the next week it is your responsibility to review the selected learning methods and decide if they are appropriate. Using the information from the previous activity, general course overview, the participant profile, and the session objectives, your task is:
1. Review the session content and the selected learning methods. 2. In your small groups decide if the selected learning methods are appropriate. 3. If, in your opinion, the method is not appropriate, suggest an alternative. 4. If you believe the method(s) are appropriate but additional learning tasks can
enhance the session, suggest additional methods. 5. 15 minutes for this activity.
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Activity 5.5: Is this an appropriate method to use?
Session Content
Learning Method
Appropriateness of Learning Method and Additional
Suggestions
Overview of Financial Statements and Reports Facilitator provides an overview of the session goal and objectives.
Lecturette
Step 2: Income Statement (1 hour 30 minutes) - Overview of income statement - Income statement construction - Terminology, definitions, xrefs
1.Guided Discussion 2. Demonstration of income statement construction
Step 3: Balance Sheet (1 hour 30 minutes) - Overview of balance sheet - Construction of a balance sheet - Terminology, definitions, xrefs
1. Lecturette 2. Demonstration of balance sheet construction
Step 4: Cash Flow Statement (1 hour 30 minutes) - Overview of cash flow statement - Cash Flow construction - Terminology, definitions, xrefs
1. Buzz Group 2. Small Group Activity-format of the cashflow statement 3. Demonstration of cash flow construction
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Step 5: Portfolio Reports (60 minutes) - Overview of portfolio report - Portfolio activity information, movement in the impairment loss allowance, and aging report - Sample Portfolio report - Terminology, definitions, xrefs
1. Discussion 2. Lecturette
Step 6: Non-Financial Data Report (20 minutes) - Overview of non financial data report - Operational and macroeconomic data
- Sample non-financial data report
1. Brainstorm different non-financial data reports 2. Discussion 3. Small group activity: What does the information tell you
Step 7: Linking Financial Statements (45 minutes) - Importance of understanding the links between financial statements - Links between the financial statements and reports
1. Discussion 2. Individual activity and presentations in plenary
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Step 8: Introduction to the Excel Spreadsheet (1 hour 30 minutes) -Tool overview and setup - Using the Tool - Inputting financial data
Demonstration on how to use the spreadsheet
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SESSION SIX: DEVELOPING MATERIAL
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Activity 6.1: Elements of a Learning Task A. Contabilidad 1) Principales Herramientas Contables (a) Para iniciar el tema se harán las preguntas: - Cuales son las herramientas contables que conocen - Cual es el uso e importancia de las mismas para el manejo de la
información proveniente de una actividad económica. (b) A continuación se presentarán los estados financieros que se analizarán durante el desarrollo del tema:
Balance general Estado de Resultados (también conocido como el Estado de Pérdidas y Ganancias) Flujo de caja (también conocido como ingresos y egresos)
2) Balance General
(a) Pida a los participantes que abran a la página 2 en sus manuales. Indique a los participantes que utilicen la página para tomar notas sobre el balance general.
(b) Dibuje un diagrama de una balanza
Se harán las preguntas:
- ¿De que se trata este cuadro?
- ¿Que es lo que les indica este cuadro de una balanza?
Explícales que lo que esta en un lado de la balanza tiene que ser igual a lo que esta en el otro lado. Observe que esto es similar en el balance
general. (c) Se hará la pregunta: ¿Qué es un Balance General?
Se anotarán las ideas mencionadas por los participantes.
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Activity 6.1: Elements of a Learning Task
(d) Dibuje un diagrama de un Balance General de bajo de la balanza:
Activos
Pasivos
Patrimonio
Resuma: Como una balanza encuentra el equilibrio, el balance general debe ser igual en los dos lados.
(e) Se dará la definición, explicando las partes más importantes del Balance General que incluye:
1. Definición: Activos: Pasivos: Patrimonio: 2. Las funciones más importantes del Balance General. son las
siguientes: 3. La Ecuación Contable : ACTIVO= PASIVO +PATRIMONIO
(f) Cuáles son las cuentas del Balance General?
1. Pida a los participantes que abran a la página 3 en sus manuales. Indique a los participantes que utilicen la página para tomar notas sobre las cuentas del balance general.
Abajo hay una copia de un balance general.
2. Muestre el balance general en powerpoint. Muestre solamente el lado del balance general con las cuentas del activo.
3. Solicite a los participantes que definen las cuentas del activo. 4. Explique a ellos las dos clases de cuentas del activo: Los Activos
Corrientes y Los Activos Fijos. 5. Pida que los participantes definan las cuentas del activo corriente.
También solicite que den ejemplos de cuentas del activo corriente. 6. Pida que los participantes definan las cuentas del activo fijo y que
al mismo tiempo den ejemplos de estas cuentas. 7. Después presente el lado del balance general con las cuentas del
pasivo. 8. Solicite a los participantes que definen las cuentas del pasivo.
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Activity 6.1: Elements of a Learning Task
9. Explique a ellos que hay dos clases de cuentas pasivas: Pasivo de
Corto Plazo o Corriente y Pasivo de Largo Plazo. 10. Pida que los participantes definan las cuentas del pasivo a corto
plazo o corriente. También solicite que den ejemplos de las cuentas del pasivo a corto plazo o corriente
11. Pregunte a los participantes como definen las cuentas del pasivo de largo plazo. De la misma manera, solicite que den ejemplos de las cuentas del pasivo de largo plazo.
12. Pregunte a los participantes como definen Patrimonio.
ACTIVO PASIVO
% % Efectivo $______ Cuentas por pagar $_______ Bancos $______ $_______ Cuentas por cobrar $ ______ $_______
$______ Préstamo de Inst. Financieras $_______ Materia Prima $ ______ Prestamistas $_______ Productos en proceso $ ______ Otras deudas corrientes $ ______ Producto terminado $______ $_______ Otros Activos corrientes $ ______ $ ______ ACTIVOS CORRIENTES $ ______ PASIVOS CORRIENTES $_______ ACTIVOS FIJOS $ ______ PASIVOS LARGO PLAZO $_____ Otros Activos no corr. $ ______ TOTAL PASIVOS $ ______ PATRIMONIO $ ______ TOTAL PASIVO Y TOTAL ACTIVO $ ____ 100 PATRIMONIO $ _____ 100
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Activity 6.1: Elements of a Learning Task ** Otra idea de la presentación En la parte posterior del Manual Guía hay una copia de un balance general que se utilizará como transparencia (Balance General 2).
1. Muestre el balance general blanco en una transparencia. 2. Solicite a los participantes que definan las cuentas del activo. 3. Explique a ellos las dos clases de cuentas del activo: Los Activos
Corrientes y Los Activos Fijos. 4. Pida que los participantes definan las cuentas del activo corriente.
También solicite que den ejemplos de cuentas del activo corriente. 5. Escriba los diferentes tipos de activos sobre el balance general 6. Pida que los participantes definan las cuentas del activo fijo y que
al mismo tiempo den ejemplos de estas cuentas. 7. Escriba los tipos diferentes de activos sobre el balance general 8. Explique a ellos que hay dos clases de cuentas pasivas: Pasivo de
Corto Plazo o Corriente y Pasivo de Largo Plazo. 9. Pida que los participantes definan las cuentas del pasivo a corto
plazo o corriente. También solicite que den ejemplos de las cuentas del pasivo a corto plazo o corriente
10. Escriba los diferentes tipos de pasivos sobre el balance general 11. Pregunte a los participantes como definen las cuentas del pasivo
de largo plazo. De la misma manera, solicite que den ejemplos de las cuentas del pasivo de largo plazo.
12. Escriba los diferentes tipos de pasivos sobre el balance general 13. Pregunte a los participantes como definen Patrimonio.
ACTIVO PASIVO % %
$______ $_______ $______ $_______ $ ______ $_______
$______ $_______ $ ______ $_______ $ ______ $ ______ $______ $_______ $ ______ $ ______ $ ______ $_______ $ ______ $_____
$ ______ $ ______
$ ______ TOTAL PASIVO Y TOTAL ACTIVO $ ____ 100 PATRIMONIO $ _____ 100
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Activity 6.1: Elements of a Learning Task
(g) Resumen: Un Balance General es conocido como Estado de la Situación Financiera, presenta a una fecha determinada la situación de inversión y financiera de una empresa.
(h) A continuación se detallan ejemplos de las preguntas que se pueden hacer.
¿Qué significa la cuenta de Efectivo? ¿Cómo puede verificar el monto de esta cuenta?
¿Que se debe contabilizar en la cuenta Banco? ¿Cómo verifico esta información?
¿Cuáles se consideran que pueden ser Cuentas por cobrar? ¿En qué tipo de negocio se utiliza esta cuenta?
¿Qué diferencia existe entre las cuentas de: Materia Prima, Productos en Proceso y Producto terminado? ¿Dé un ejemplo y en qué clase de negocio se utiliza?
¿Qué entienden por la cuenta otros activos corrientes?
¿Cuáles son los Activos fijos? Dé un ejemplo. De la misma manera se deben hacer preguntas para ir explicando las cuentas del Pasivo y Patrimonio.
(i) Ejercicio:
1. Indique a los participantes que den vuelta a la página XXX en sus manuales.
2. Se les proporcionará información de una empresa, solicitándoles que
primero clasifiquen las cuentas y que posteriormente utilicen el formulario proporcionado para vaciar la información, el cual debe ser similar al que utiliza la Institución para sus operaciones de crédito. El ejercicio tiene información innecesaria para la confección del balance como: el valor de los bienes de hogar y gastos de servicios básicos.
3. Este ejercicio se realizará en grupos de dos personas y
posteriormente se designará a uno de los participantes para presentar el resultado, el cual será brevemente discutido con todos los participantes.
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Activity 6.1: Elements of a Learning Task
La importancia de este ejercicio es que los participantes identifiquen las cuentas que corresponden a cada parte del Balance y que aprendan a elaborar un balance de acuerdo a la estructura.
4. Procesar la actividad: Se harán las preguntas: a. Discute las resultados del ejercicio.
b. Este es un balance para una tienda pequeña (changarro). ¿Cómo se verá el balance para los siguientes negocios y porque?
- ¿agricultura?
- ¿manufacturera?
- ¿servicios?
- ¿ventas por mayor?
c. ¿Poque es importante para Vds. (como una institución que da préstamos ) saber esta información?
d. ¿Cómo usarás esta información? e.
(j) Ejercicio: Los participantes saben como construir el balance. Más atención debe enfocarse en como y de donde la información proviene si no esta fácilmente disponible. Adicionalmente, esto puede ayudar al promotor a comenzar a chequear y verificar la información. Pida a los participantes que abran a la página 4 en su manual.
1. Para cada cuenta, los grupos pequeños deben discutir que tipo de información se requiere, donde pueden obtener esta información, los métodos de conseguir la información, y si fuera apropiado una lista de preguntas que pueden usar para obtener la información.(los participantes tendrán 20 minutos para hacer esto).
2. Procesar la actividad: Un grupo debe describir lo que han discutido sobre una cuenta. Pedir a otro grupo que explique sobre otra cuenta y seguir de grupo en grupo hasta que se hayan discutido todas las cuentas.
3. Resume: Importancia del Balance:
Otorga una idea del tamaño del negocio. Muestra la estructura de inversión de la empresa Muestra la estructura financiera de la empresa, permitiendo
medir el nivel de endeudamiento. Refleja su situación patrimonial y permite medir su
crecimiento.
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Activity 6.1: Elements of a Learning Task Instrucciones:
En la visita que realizó el Promotor el 20 de mayo de 20XX donde el Sr. José Tobar, propietario de una pequeña tienda, se recopiló la siguiente información:
Al momento de la visita, disponía de $3000.00 en efectivo. A varias personas les da crédito durante el mes, y el total de las cuentas por
cobrar asciende a un valor de $4750.00. Tiene Invertido en mercadería $5,0000.00. Forman parte de sus activos: Una refrigeradora $2500.00; 2 estantes
metálicos cuyo valor asciende a $1000.00, un mostrador por $1500.00. En enseres del hogar tiene $1,2000.00. El Sr. Tobar tiene varias facturas que no ha cancelado a sus proveedores:
Lácteos ―La Vaquita‖ $10,000.00; Coca Cola $2000.00 y Tabacalera Sureña $1000.00.
De acuerdo a recibos mostrados por el Sr. Tobar se identificó que tiene un crédito con la Cooperativa de la localidad a un año de plazo, y del cual tiene un saldo pendiente de $5000.00.
Los gastos de energía eléctrica y agua del negocio son de $300.00 al mes.
Se le solicita clasificar las cuentas del negocio de activo, pasivo y patrimonio, y posteriormente preparar el balance general.
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Resources and Materials Materials and resources are use to REINFORCE the message, CLARIFY points, and CREATE excitement. These aids help to enhance the learning environment by adding different dimensions to the audience‘s level of understanding of the content. Materials/resources add impact and interest to a presentation. Using these aids is a way to integrate the use of more than one sense at the same time, thereby increasing the audience's understanding and retention level. With pictures, the concepts or ideas you present are no longer simply words - but words plus images.
Resources and materials include a wide variety of communication products, including flip charts, posters, powerpoint presentations, handouts, case studies, and video clips. If these aids are poorly selected or inadequately prepared, they will distract from what you are saying. When deciding the kind of resource or material to use consider the following: What is the message that needs to be conveyed? What needs to be emphasized? How can the message be presented to highlight key points and not the detail? Does this fit with the content, flow, and presentation of the content? Is the equipment available?
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10 Powerpoint Design Tips
Design each visual to make one major point or theme. The dominant idea or concept should jump out at the audience immediately, followed by bulleted summary information to support it.
Keep your visual simple, neat and uncluttered. Make sure it isn't
complex or busy. Don't squeeze all the text or graphics into a small area in the center. Spread your elements out and make everything as large as possible for quick, easy viewing.
Avoid animated text, sounds and busy transitions. This can be
very distracting to the audience. They are trying to listen to what you are saying and follow the technology.
Limit the number of words and use large letters.
A good guideline for text-based visuals is six to eight words per line and no more than 6 lines per visual. Avoid long sentences. Use only one font. Sans serif faces such as Helvetica, Arial or Futura are more readable when projected than Times New Roman. Use upper- and lower-case letters. Words in all capital letters are hard to read. Avoid abbreviations and acronyms Use font size 18 to 48 point. Edit out words you don't need until each statement is as concise and to-the-point as possible.
Highlight key words and graphics. Use a different color, size or text effect (bold, italics) to draw special attention to key words or ideas. But use them only for special emphasis. Mixing too many type faces, such as italic and bold and various fonts, creates excessive contrast and slows reading. Other techniques for drawing attention to key ideas include using arrows, asterisks or enclosing words or graphics in geometric shapes.
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Use colors sparingly. Although color is effective for drawing attention
to key points, don't overdo it. Never use more than three colors on one visual, and consider using the same three throughout your presentation for consistency. Use colors to contrast, highlight and differentiate categories, separate groups of data or call attention to a key point. In general, light-colored text against a dark background is easier to read from a distance than dark text on a light background.
Unity of design from slide to slide. Maintain one design theme
throughout the presentation.
Don't mix horizontal and vertical formats. Stick with one or the other. A horizontal format is preferred because it appears larger and conforms to the TV and movie images we're all used to.
Avoid stark contrasts. When you switch between starkly different
design elements (colors, size or style) or content messages (between a deathly serious slide and a humorous one, for example) you give the audience mixed messages. Focus on being consistent in all areas of your presentation.
Diligently copyedit and proofread.
Be consistent when it comes using tenses. Check spelling and use consistent punctuation. Verify accuracy of people and organizations. Avoid using a period at the end of bullet points except in the case of a quoted statement. Double-check your data. Typos, misspellings and factual errors hurt your credibility as an expert in the minds of the audience.
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Flipcharting Guidelines
Print don‘t write
Use large print
Place the flipchart in the light
Print in dark colors
Highlight key words
Pre-title sheets
Pre-sketch diagrams
Make notes to yourself
Post sheets on walls
Index key sheets
Mask preprinted list
Select a recorder
Have participants make entries
Use flipcharts side by side
Relate new to old
Illustrate spontaneously
Negotiate wording
Abbreviate and simplify
Stand clear of flipchart
Put notes on the rear of the flipchart
Have teams report on the flipchart
Put masking tape on the easel
Reproduce key flipcharts
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SESSION SEVEN: DELIVERING TRAINING
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Barriers to Verbal Communication Language Vocabulary The vocabulary must be limited to the range that the listeners can understand. Jargon It is so easy to pick up the jargon of the organization or the discipline, but if the listeners do not come from the same environment, the jargon will not be understood. Ambiguity . Extra care is essential when multi-cultures form the audience in view of differing meanings to some words and sayings. Rambling Keep KISS (Keep it Simple) in mind, and avoid the long, vague rambling speech. Otherwise there is the danger of the audience stopping listening or even falling asleep. Unusual words If the words are unfamiliar to you, ensure that you are using the best word, the right word, pronounced correctly. Are you using it because it is the best, only, correct, or most appropriate word, or are you simply using it for effect? Is the audience likely to understand it? Psychological (On the Part of the Listeners) Pressures All sorts of pressures are working on members of an audience, and these can detract and distract from listening fully to what is said. Work, health, domestic, money, learning, social, and other pressures can all have an effect. Mood Listeners who are easily affected by the mood they are in, may be in such a mood that listening to you may not be a priority. Enforced attendance Not every learner attends a training program voluntarily. If they are attending because they were told to, they are unlikely to be in a receptive mood and will, perhaps, even actively resist learning. Fear
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Fear can be a strong motivator for listening and learning, but, if it is too strong, it becomes a barrier to listening and learning, the fear being uppermost in the person's mind. Shyness The learner has overcome the first shyness barrier by actually attending. If something is not understood, however, the shyness may prevent a question with the result that what follows is lost. Aggression This may be linked with enforced attendance, or an on-the-spot dislike of you, the learning environment, or the other learners. It usually exhibits itself by an aggressive expression that is developed rather than listening to what you are saying. Resistance to learning The reasons for this attitude can be many: enforced attendance, failure to see the reason for the training, various dislikes, and so on. "I do not intend to learn" can sometimes be broken down by involvement or an interesting presentation or activity, but often it stays throughout the session. Know-it-all One of the common types of resistance to learning, particularly by long-serving employees who have been sent on the training against their wishes. If this is indeed the case, it is more effective to try to use their experience within the group than to try to react to the attitude. Too old to learn This is usually an attitude developed by those who are frightened to learn or otherwise do not want to learn. Research has shown that, unless older people have allowed their minds to degenerate, they are often, because of a wealth of experience, better learners than many younger people. Status differences Sometimes the learners are at different status levels within the organization. Unless the group is well established, the higher level members may resist to avoid making fools of themselves in front of their juniors, who themselves do not want to take the risk of showing themselves up in front of their bosses. Mind not on the learning If the learner's mind is still on what has been left at work or on other worries - responsibility for making arrangements for a variety of events, interview coming up, and so on - full attention is not paid to the learning.
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Environmental Noise, heat, cold, ventilation, space available All these aspects of the environment can get in the way of listening and learning. Sometimes they can be resolved and the barrier is broken; at other times nothing can be done and they may remain as barriers. Interruptions/work intrusion Interruptions of whatever nature, but particularly if they bring work into the learning environment, affect listening and learning. Most can be avoided by preliminary precautions. Restricted time Learning requires a variable length of time to be effective-time to fit in the material of the event, time for different learners to assimilate material, time for the trainer to put over the material effectively, and so on. If there is a time restriction, this has a detrimental effect on both the trainer and the learner. Speech Unskilled speaker An unskilled speaker uses methods and techniques that are not the most effective with which to make impact on the listeners. Too many hesitations, verbal noises, mannerisms, and so on are noted by the listeners, who may take more notice of these than of what is being said. There may be an element of sympathy for the inexperienced speaker, but lack of skill is unlikely to be approved. Accent At one time regional accents were not acceptable for many areas of public speaking. This has now been discounted, but if the accent is too strong, it may not be understandable. The use of dialect words, however, should be avoided since these may not be widely understood. Manner Speakers may not be able to completely control their overall manner, but usually this can be modified somewhat for the period required. A patronizing manner is soon recognized and rejected by the listeners. Aggression from the speaker results in either withdrawal or returned aggression, neither of which is conducive to good communication. An abrasive manner has a similar effect. Speakers can usually modify the first two; the last one is more difficult since speakers may not even be aware of this aspect of their natural manner. Attitude
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This aspect of the speaker is often not self-recognized, but nevertheless may have an effect on the extent of listening and acceptance. The speaker's prejudices may emerge unconsciously--racism, sexism, and so on--and even personal views that ignore or reject the views of others without reason or argument. The speaker may be judgmental, making decisions or forcing opinions without seeking other options, and, perhaps because of these two aspects and other internal motivation, may be overdirective. Trainers have to be aware of these possible attitudes in themselves and, if present, modify their approaches accordingly. The latter aspect is particularly important in the training field in which the emphasis is more and more on learner-centered rather than trainer-centered control. Lack of knowledge The converse of knowing it all and letting everybody be aware of this is demonstrating that the speaker's knowledge of the subject is limited or incomplete. The listener, particularly in a learning situation, has every justification in rejecting someone who has obviously not undertaken sufficient care in preparation in order to know the subject. Naturally nobody knows everything and at times the trainer will admit some lack of knowledge, making a firm promise to find out. But if this becomes an over frequent admission, credibility is soon lost.
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Listening Methods PARAPHRASING Paraphrasing is simply restating what another person has said in your own words. The best way to paraphrase is to listen carefully to what the other person is saying. If while the other person is talking we worry about what we are going to say next or are making mental evaluations and critical comments, we are not likely to hear enough of the message being sent to paraphrase it accurately. It is helpful to paraphrase often so that you develop a habit of doing so. You can throw back the other person‘s ideas by using such beginning phrases as …So what you are saying is…. …In other words…. I gather that…. …If I understand what you are saying…. You can at times even interrupt to paraphrase since people don‘t generally mind interruptions that communicate understanding. …Pardon my interruption, but let me see if I understand what you are saying…. SUMMARIZING The purpose of summarizing is to pull important ideas, facts or data together establish a basis for further discussion review progress Summarizing can encourage people to be more reflective about their statements as they listen for accuracy and emphasis. It is a skill which requires that the one who intends to summarize listen carefully in order to organize the information systematically. Summarizing is very useful for emphasizing key points; it is a deliberate effort to pull together the main points made by the person who is talking. …These seem to be the key ideas you have expressed… …If I understand you, you feel this way about the situation…. QUESTIONING Questioning is a critical facilitation skill. There are two basic types closed and open-ended. Closed questions generally result in short yes/no or other one-word answers. They should be used only when you want precise quick answers. Otherwise, they inhibit communication. ―Was the last activity useful?‖
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Open-ended questions ask for more detailed information. HOW? WHAT? and WHY? are examples of words that begin an open-ended question. ―How was the last activity useful?‖
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Activity 7.3 Asking the Right Questions9 Types of questions to fill in column 1: Relay questions Return questions Multiple questions Hypothetical questions Open-ended questions Directed questions Closed questions Leading questions Probing questions Rambling questions Directions: Read the definitions and determine the type of question it refers to. Discuss in your group when the questions type should be used.
9 Adapted from MicroSave Training of Trainers
Type Definition When to Use this Question
Type
Generally result in short yes/no or other one-word answers
Asked of a particular individual; allow you to initiate control
Puts the question back to the questioner or group
Tests the responder‘s problem-solving ability by posing a situation that could occur in the future
Invite an explanation for a response; typically questions begin with ―how‖, ―what‖ and ―why‖.
A series of questions that are asked at the same time.
Seek further or clarified information on responses already given
A question that goes on without an identifiable question.
These questions strongly suggest that the questioner is expecting a certain answer.
Ask a question of the group and then move the same question around the room getting input from other trainees
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Questioning Techniques Open Questions This type of question is used to open up a discussion. These usually begin with what, how, why. E.g., "How would you describe an appraisal interview?" Open questions can be an invitation to give extended information. E.g., "Tell me about some of the experiences you have had in the appraisal interviews you have conducted." Hypothetical Questions Usually intended to test a participants problem-solving ability by posing a hypothetical situation. This type of question can test ability and knowledge, but being hypothetical may get only a hypothetical response. E.g., "If you were given an unlimited budget to set up a learning resource center, how would you go about it?" Probing Questions These open questions seek further or clarified information on responses already given. E.g., "You said you had done so-and-so. Can you tell me more about that work?" Directed Questions This kind of question is asked directly to a particular individual. This technique gives the trainer control over who is going to answer. Useful for balancing participation and building on specific trainee strengths and experiences Relay Questions A question is posed to the group and then the trainer asks the same question around the room getting input from other trainees. Return Question A trainee asks a question and the trainer puts the question back to the trainee. For example, ―That is a good question. What approach do you favor?‖ or ―How have you approached that challenge in the past?‖
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Questioning Techniques To Stay Away From Multiple Questions This is a series of questions strung together. They can cause problems for the responder who may not remember all the parts of the question and consequently (or sometimes deliberately) answer one part only--usually the last part. E.g., "Do you have a driving license? Where did you take your test? Can you drive a range of vehicles?" Rambling Questions Similar to multiple questions but without the specifically identifiable parts of that type of question. The rambling question goes on and on until the listener is unsure what is being asked. Closed Questions These normally require (and obtain) a simple answer—yes, no, or a straightforward statement of facts. E.g., "Have you ever conducted an appraisal interview?" or "Who was your last employer?" Questions of this nature require another question to be asked immediately. Leading Questions These questions strongly suggest that the questioner is expecting a certain answer. This may put other persons on the spot, depending on their relationship with the questioner. E.g., "I expect you will want to start your appraisal interview program without any further training or delay?"
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Tips on giving feedback ● Prioritize your feedback. Choose the most important aspects of the behavior you have observed and limit your feedback to these. Do not overload the individual with too much formative feedback. Limit this to a maximum of three points. There is only so much someone can improve on at once. ● Focus on observed behavior. Give feedback on what you‘ve seen or heard, avoiding judgments about a person‘s character or attitude. ● Be specific – use examples. Quote the words or actions used. Try to avoid general comments like ‗that was very good‘ as this does not give reasons to the other person. It is best to explain why it was good! ● Start on a high note – give motivational feedback before formative. In offering feedback, it can help the receiver to hear first what you liked they have done well, before you give your advice on how they could do better. ● Ask questions rather than make statements. Asking the person how they think they did allows the individual the opportunity of reaching their own conclusions. Often people know when things haven‘t gone to plan. ● Time your feedback. Judge when the feedback will be most effective. This is most likely to be at the time the event has happened. ● Be positive. Even when commenting on poor performance, ask questions to focus on future improvements, for example,‘ What do you think you can do differently next time?‘. ● Listen, then add your alternatives and suggestions. Suggest what you would prefer the person to have said or done. 14
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Receiving feedback
Ideally you should: Listen. Focus on understanding the feedback. Avoid rejecting, arguing or being defensive. Check your understanding. Ask questions to fully clarify, for instance seek examples. Acknowledge the giver. Show appreciation. The feedback may not have been easy to give. Make a choice about what to do. You may wish to act on the feedback – or not. There is a choice. Take a positive view. Remind yourself that the aim of feedback is to help you learn in order to improve future performance. In reality you may: Deny what has happened. This reaction often accompanies the initial shock of feedback. Show emotion. Be upset or angry as the message sinks in. Justify your actions. Find excuses for your behavior.
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Openers At the beginning of each topic session, climate setting is an integral opening activity. These activities serve to focus attention on the subject matter in a most interesting way. Typical openers include: Short Stories/Critical Incidents/Personal Example or Experience – A good ‗hook‘ at the beginning of a technical topic is to provide an example (either success or failure) that illustrates the training objectives. These are from the trainer‘s own experience. Questions – Start the session by asking a question that focuses the participants‘ attention on the subject. For example – What is your experience with ….? What can you tell me about …..? Brainstorm – Begin the session by generating a list of possible events that relate to the session topic. For example – What would you consider if you were to fund a microfinance project? List all possible responses on a flip chart. Puzzles and Riddles can also be created to focus attention, relate to and check for understanding of the topic.
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Closings This time period represents the trainer‘s final opportunity to summarize the key points of the preceding lectures and activities and to point participants in the direction of future success. They also provide an opportunity to acknowledge accomplishments and friendships made during the course. Often an excellent training session is diluted by a lack of appropriate closure. Closing activities provide an opportunity to restate the course objectives, stress the main messages, urge participants to put learning into practice and to motivate participants to apply the learning to their job situations. Broad and Newstrom, Transfer of Training (1992), reported interesting statistics on the transfer of training. Their research showed that there was immediate transfer of only 40% of the knowledge from training; within six months only 25% was retained; within one year of training only 15% of the content was in use. One reason is that people don‘t remember. Bob Pike‘s book, Creative Training Techniques Handbook (1994) lists 6 components of memory. Pike says we remember those things that are: outstanding; that link to the known; that are recorded; reviewed; that use primacy or that use recency. Closings are opportunities not to be wasted! Review Content A to Z Review – Subgroups choose a scribe and for each letter of the alphabet they write a word or phrase from the course content. Breaking Barriers – At the end of the session, teams discuss barriers they feel they will encounter (or have encountered) on the job that relate to the topics. After discussion five barriers are listed on a newsprint sheet. Hang the sheets around the room. Participants circulate reading the newsprints and note the barriers that are listed that are most relevant to them. Participants then try to come up with ideas on how to break the barriers and share their solutions. 3-2-1 – Each participant lists on a card or piece of paper; 3 things of value they learned from the session; 2 things he or she will do the next day/week; and one thing the trainer could do to help. Stump the Participants – Divide the group into two teams, have participants write questions about the content on a card and the answer on the flip side of the card. Trainer collects the cards and asks the questions to the opposite team. IF not answered the other team has a chance to answer. Teams get points for correct answers. (Prizes could be given.) A variation could be Stump the Trainer – where all participants write questions that are answered by the trainer.
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Sixty Second Commercial Each subgroup is given 5 minutes to write a commercial promoting and selling the skills being trained. Groups act out the commercial for the large group.
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Review Activities Definition Match On one set of index cards write relevant terms/techniques from the training session. On another set of cards, the definitions or examples of the terms. Combine the two sets of cards and shuffle them. Give one card to each participant. Direct participants to find their matching cards. When found have them sit together. After everyone is found and seated, have pair members quiz the rest of the group on their concept. Good for training sessions of a day or less. From 101 Ways to Make Training Active, Mel Silberman; 1995 Pfeiffer and Company, San Diego, CA.
Flipchart, Overhead and Slide Review At the end of your training flip back to the beginning flipcharts or slide. Ask participants to recall what the slide/transparency/flipchart is about. Probe with questions such as: What does this refer to? Why is it important? Who can give me an example of this? What value does it have for you? Proceed through the content and make final remarks. From 101 Ways to Make Training Active, Mel Silberman; 1995 Pfeiffer and Company, San Diego, CA.
Getting Questions and Giving Answers Hand out two index cards to each participant. Ask each participant to complete the following sentences. Card 1: I still have a question about --------. Card 2: I can answer a question about-------. In subgroups, ask participants to select the most interesting questions and answers. They in turn can ask/relate that information to the whole group for discussion. The trainer can fill in any information gaps. From 101 Ways to Make Training Active, Mel Silberman; 1995 Pfeiffer and Company, San Diego, CA.
Small Group Review Divide the group into subgroups and ask them to summarise the training. Encourage creativity. Each group reports out in the large group and trainer fills in the blank spaces.
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Crossword Puzzles Crossword puzzles can be created and used for review purposes. Some freeware and share ware are available for very simple puzzles. Software is also available for a variety of puzzle activities. Game Show Quiz As is appropriate to the participant‘s culture, a review activity can be designed to mimic any known (or invented) game show. Of popular recent use is a take on the international - ―Who wants to be a millionaire?‖ Trainer can make up the questions or ask participants to write them for use in the game. Adapt rules as the environment, time and resources allow.
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Dealing with Difficult Participants by Robert W. Pike, CSP
We all have them from time to time, but no one spends much time in a train-the-trainer session talking about how to handle them.
Over the years I've done research with my participants asking them to identify the most common types of difficult participants. I ended up with fifteen that came up more than all the others. Among them are the know-it-all, the latecomer, the shy, the skeptic, the dominator, etc. For each we identified from 6 to 15 strategies that could be used to help deal with that person.
We also identified some strategies that could prevent difficult participants from surfacing at all. Here are some of the key thoughts from our book, Dealing with Difficult Participants, by Bob Pike and Dave Arch.
1. There are two goals in dealing with a difficult participant: a. to get them on board b. to minimize their impact on others
2. Whenever possible use small groups of 5-7 for your preferred seating arrangement. Five is large enough for the group to have power enough to moderate most difficult behavior. Seven is small enough to insure that people (even the shy) will have an opportunity to participate.
3. Divide your content into 20 minute blocks (for maximum retention) and seek to involve participants some way every 8 minutes. Involvement might be discussing something with a partner, doing something as a group, creating a flip chart that is posted on the wall, reflecting on the content and coming up with action ideas, etc.
4. For activities that involve the small groups always have a group leader.
5. Have a variety of ways to choose group leaders and rotate the leadership. Some methods for choosing group leaders include: the seven people in the group point a finger in the air; on the count of three they point at the person they want to lead; the person with the most fingers pointed at them leads, the person with the most (or least ) experience in the subject, the person with the most (or least) years with the organization, the person with the most (or least) letters in the first name as printed on their name tag or tent, etc.
6. Start with a value-added activity five minutes before the scheduled starting time. This activity should be done in small groups with people encouraging others that arrive to quickly join the group so that they can help. You can choose to let this run a couple of minutes into the formal class time. This will help people begin to understand that despite corporate norms or personal habits your sessions start and end on time and you expect to respect their time.
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Activity 7.10: Coping with Problem Participants The Hesitant One - Hesitant Hanna Behaviors: Shy, reluctant, silent most of the time, easy to overlook, melts into the background. Suggestion: The Monopolizer – Monopolizing Mike Behaviors: Big talker, would talk all the time if allowed. Suggestion: Voice of experience – Arguing Arthur Behaviors: Constantly looking for opportunities to disagree or to show others up, when beyond healthy disagreement can be annoying and disruptive. Suggestion: Non-listening Norma Behaviors: Tends to interrupt, cut off, and leap into the fray before others have had their say, can be because she is too eager and wants to advance her ideas. Suggestion: Idea Zapping Ida Behaviors: A master at putting down other peoples ideas, offers an endless barrage of suggestions to anything new or different – it‘ll never work; we have tried that before, too late, too early – dangerous because it may inhibit others creativity. Suggestion: Complaining Chester Behaviors: Blames, faults gripes shares endless complaints Suggestion:
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Angry Arnie Behaviors: Behavior ranges from total silence to constant complaining, he is mad at the world, nothing is right. Suggestion: Negative Nellie Behaviors: Always has a negative comment; makes fun of other people‘s comments and questions Suggestion: Charlie the Clown Behaviors: Always has a joke, even when it is inappropriate
Suggestion:
Show Off Sandra Behaviors: Parades knowledge –big words, name dropping.
Suggestion:
Tangent Tanya Behavior; Does not stick to the topic; when she has a comment always goes in another direction. Suggestion: The Unwilling Participant Behaviors: Those who are neither volunteers nor willing attendees. Boss sent them
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SESSION EIGHT: EVALUATING TRAINING
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The Levels and Stages of Evaluation
Evaluation is often looked at from four different levels (the "Kirkpatrick levels") listed below. Point out to participants that the farther down the list, the more valid the evaluation.
1. Reaction - What does the learner feel about the training? 2. Learning - What facts, knowledge, etc., did the learner gain? 3. Behaviors - What skills did the learner develop, that is, what new
information is the learner using on the job? 4. Results or effectiveness - What results occurred, that is, did the learner
apply the new skills to the necessary tasks in the organization and, if so, what results were achieved? Did the organization change behavior or processes as a result of training?
Although level 4, evaluating results and effectiveness, is the most desired result from training, it's usually the most difficult to accomplish. Evaluating effectiveness often involves the use of key performance measures -- measures you can see, e.g., faster and more reliable output from the machine after the operator has been trained, higher ratings on employees' job satisfaction questionnaires from the trained supervisor, etc.
Effective evaluation of a training program or course means continuous assessment of its progress and effectiveness. Evaluation improves the future planning and implementing of training. Evaluation helps determine the extent to which training objective have been achieved. Evaluation gives insights for reviewing, adjusting, and revising goals, schedules and procedures. Normally evaluation of training is done in four stages:
Pre-Training Evaluation: a method of judging the value of a program before the program activities begin.
Formative Evaluation: a method of judging the value of a program while the program activities are forming or happening. Formative evaluation focuses on the process
Summative Evaluation: a method of judging the value of a program at the end of the program activities. The focus is on the outcome
Post Training Evaluation: a method of judging the value performance improved in term of effectiveness(quality/less mistakes/higher value) or efficiency (time/resources required to do the work)?
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Activity 8.1 : The Evaluation Matrix
Defining Pre Training Evaluation
Formative Evaluation
Summative Evaluation
Post Training Evaluation
Reaction: Feelings about usefulness of training
What is the participants‘ motivation to attend training? Should the course be modified?
Learning
Behaviors
Results
Evaluation Tools & techniques
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Activity 8.3: Staying on Target - Monitoring the Progress of the Training
The best training takes place when participants regularly evaluate what they experienced. It forces participants to think about what they have learned and how it can be applied to their jobs. It gives the trainer feedback so that he/she knows how well the training is being given/received – what is deemed valuable, what is not, and thereby permits adjustments to the extent practical. The alternative is to wait until the program‘s end for the feedback. By then it obviously is too late to improve things. Facilitators should assess both participant learning and program effectiveness. The following methods of gathering feedback are quick, painless and efficient. Use them often and use the resulting feedback to make adjustments that over time will make a big difference to workshop success. Based on the participants‘ feedback, contract with the group for adjustments in outcomes, process, content or style. Report back to the group with the changes you are prepared to make. You will also need to explain why the other changes cannot be made at this time. Soliciting feedback can be written or oral. The advantages of written feedback are that it is concrete, anonymous and can be quantitative and saved for further analysis and comparison. Oral responses take less time, promote informality and are best used later in the course when some rapport has been built. Information offered can also be a starting point for further discussions. A participant may have felt a given piece of learning material wasn‘t all that relevant, until he hears another participant talking about how she has used it successfully on the job! Ask your co-facilitator to provide Feedback during Breaks Have your co-facilitator pay close attention to the learning climate, participant nonverbal clues, and the effectiveness of your facilitation and leadership. Debrief with each other at breaks or between sessions. Temperature Checks Do periodic ‗temperature checks‘. Every few hours, when your instincts say the time is right, take anywhere from thirty seconds to a couple of minutes and ask people to answer a question like - What are you feeling right now. Stay quiet and allow participants time to respond, seed a couple of responses. Make the process visible. Tell participants what a temperature check is and why you are doing it. Ask clarifying questions where necessary. Don‘t write any of this down unless absolutely necessary. Summarize and move on. Be sure to ACT on the feedback, immediately when possible.
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Talk with Participants ‘one on one’ Valuable feedback comes from conversations during coffee breaks and lunch hours. New ideas come up as you discuss issues and concerns and share stories during breaks. Response Cards Index cards or half sheets of paper are very useful for collecting information. They are easy and quick to use, the participants are not overwhelmed with the task at the end of a long day; the size speaks short and to the point please. Distribute these cards to the participants at the end of a day or particularly long or difficult session. Collect the response cards and respond to them in some way by the next day or session. Ask participants to respond to a request such as:
List five learning points from today List 1-2 questions you still have about the content of today List what has been most valuable List what still need more emphasis in the coming sessions What still doesn‘t make sense…
Circular Whip For a quick easy way to accomplish assessment about participant learning, form a circle and ‗whip around‘ it, with each participant making a statement. This procedure readily generates considerable data about group learning. The statements to which the participants might respond in the whip activity could take one of these forms: The most significant thing in this program was…. What I intend to apply or do on the job as a result of this course/session is…. I now see or understand that…. Today was… I intend to do more of… I intend to do less of…. I still have a question about…. I think today would have been better if…(if you are really brave – better with
small groups) I feel… Five Point Continuum Draw a five-point continuum on a flipchart, (labelled Strongly agree, Agree, Neutral, Disagree, Strongly Disagree) and ask participants to respond to it by a show of hands. Alternatively place flipcharts around the room (representing the five points) and have participants physically position themselves in relation to the five degrees to indicate their reaction or feeling to a given evaluation question. Such questions/statements might be: How many feel there was ‗too much stuff‘ today? How many feel the day went too fast? The food at lunch today was great!
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The material is too easy (too hard) T- Chart Verbal Group Feedback Session The brainstorming equivalent of the temperature check. T-chart a couple of questions on a flipchart. For example:
What we could have done differently today? What went well? Brainstorm the disapproving or contrary information first, this way you end on a positive note. Record responses as you go, record participant‘s exact words and phrases. When necessary, force the issue – ―I‘d like to hear at least two things we could have done differently today.‖ One caveat about getting feedback in public. Follow the principles of receiving feedback – put a pencil in your mouth – anything you say while receiving critical feedback will be seen as defensive. Quick Hit – Level One Forms - Questionnaires When desired to gather data in a more systematic and quantitative way a participant questionnaire should be of value. When used during a workshop they should be no more than one page in length and easy to complete in 3-4 minutes. Quickly review the comments and make adjustments as possible. Two examples follow.
One Minute Feedback
So far I‘m finding this training to be (circle your response)…
Interesting 1 2 3 4 5 Uninteresting
Too fast 1 2 3 4 5 Too slow
Too easy 1 2 3 4 5 Too difficult
Relevant 1 2 3 4 5 Irrelevant
Organized 1 2 3 4 5 Disorganized
Relaxed 1 2 3 4 5 Tense
Please provide a brief comment for improving this workshop. Participant Name
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Session Highs and Lows Use a form similar to this one to supplement your feedback at the end of each session.
End of Session Feedback
I was most energized today when ...
I was least interested today when …
Suggestions for improving this training ...
Participant Name
Monitor the learning climate as you go Tons of clues are available during the workshop to help you assess how it is going. Pay attention to what you are seeing, hearing and feeling. It is difficult to conclude much from just one or two ‗nonverbal‘ clues, but taken in numbers and in combination with what participants are saying, they at least alert you to the need to investigate the learning climate a little further.
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Activity 8.3 Response Evaluation
One Minute Feedback
So far I‘m finding this training to be (circle your response)…
Interesting 1 2 3 4 5 Uninteresting
Too fast 1 2 3 4 5 Too slow
Too easy 1 2 3 4 5 Too difficult
Relevant 1 2 3 4 5 Irrelevant
Organized 1 2 3 4 5 Disorganized
Relaxed 1 2 3 4 5 Tense
Please provide a brief comment for improving this workshop. Participant Name
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End of Course Evaluation Samples SAMPLE 1 - QUANTITATIVE
End of Training Course Evaluation
1. What I learned most from this course was:
2. What I still need to learn more about is:
3. I will apply the following in my organization:
4. I will have difficulty applying the following to my organization:
5. My overall feeling about the course is: 6. The course might have been more efficient if:
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SAMPLE 2 – QUANTITATIVE
What squared (agreed) with something you already knew? What did you see from a new angle? What did you learn that was new – that completed a circle of knowledge? What new directions will you go in? What actions will you take? In general, with regard to the workshop….. What went well – what should be repeated next time and why? What would you change for next time – explain why and recommend options please. Please provide feedback for the trainer and resource people – by name! Any other comments:
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SAMPLE 3 – QUALITATIVE
Circle the number, which represents your response to each item, and include any specific comments. The ratings range -
5=agree strongly
4=agree somewhat
3=neutral 2=disagree somewhat
5=strongly disagree
1. Pre-program logistics, support and
information was timely, useful and thorough.
5 4 3 2 1
2. Support and logistics during the program was excellent.
5 4 3 2 1
3. The quality of the training materials was excellent.
5 4 3 2 1
4. The quality of instruction was excellent.
5 4 3 2 1
5. I thought the ..., was an excellent learning tool
5 4 3 2 1
6. I believe my experience in the program has provided me with tools that can help me improve the performance of my organization
5 4 3 2 1
7. I would recommend this program to others without reservation.
5 4 3 2 1
8.
I am definitely interested in attending the follow-on courses of ...
5 4 3 2 1
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SAMPLE 4 – MIXED QUALITATIVE AND QUANTITATIVE
COURSE EVALUATION (please use a pen)
1. What I learned most from this course was: 2. What I still need to learn more about is: 3. I will apply the following in my organization: 4. I will have difficulty applying the following to my organization: 5. My overall feeling about the course is: 6. The course might have been more effective if:
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7. Please rate and comment on the following: 1=Poor 2=Fair 3=Average 4=Good
5=Excellent
Course Content 1 2 3 4 5 Comments:
Course Methods 1 2 3 4 5 Comments:
Course Materials 1 2 3 4 5 Comments:
Trainer______________1 2 3 4 5 Comments: Name Trainer______________1 2 3 4 5 Comments: Name
Course Organization 1 2 3 4 5 Comments: including length, daily hours, etc.
Facilities 1 2 3 4 5 Comments:
Pre course organization/communication, advertising Comments: 1 2 3 4 5
8. Any other comments: (use additional paper as necessary
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Course Objective Areas for Improved
Performance Means of
Measurement Baseline Measure
Goal Tracking Period #1
Tracking Period #2
Tracking Period #3
Net Change
Supervisor
Comments
Activ
ity 8
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lan
nin
g to
Imp
rove P
erfo
rma
nce
Matrix
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